Science | The Linden Centre

At The Linden Centre, science has a wealth of experience in teaching science. We teach across the full range with some interdisciplinary teaching in lower school to enable all students the opportunity to study science. We also provide extensive opportunities for students to visit lunchtime drop-in sessions to review and improve on test scores or to ask about homework or classwork struggles.

Staff

Science Lead:

Secondary: Kate Daley

Primary: Helen Stuart, Henry Groome, Laura Hayward- Roberts

Primary Short Stay: Karen Evans, Christine Hodson

Vision / Intent

The core of our science curriculum is the National Curriculum for England. The curriculum has been specifically sequenced in a logical progression to ensure that new knowledge and skills build on what has been taught before. This enables our pupils to know more and remember more. End points are clearly identified for each year group; time allocation has been carefully considered to provide children with opportunities to master key concepts.

Our three principle aims for pupils in science are:

to have good scientific knowledge and conceptual understanding of biology, chemistry and physics.
to develop scientific skills through different types of science enquiries to help them answer questions about the world around them.
are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

All children have access to an ambitious science curriculum that is both challenging and enjoyable and raises pupil’s aspirations. We widen their horizons through a context rich curriculum, that gives purpose to their learning, through high expectations for every child to succeed.

Our school values are interweaved with science to ensure all learning stimulates and excites pupils’ curiosity about the world around them. Pupils are provided with a variety of scientific opportunities, enabling them to develop the ability to pose questions, investigate these using correct techniques, accurately record their findings using appropriate scientific language and analyse their results. Pupils work in science through collaboration as well as independently learning to build on previous knowledge. This means that pupils can reason and use their knowledge to work scientifically.

Throughout school, we develop resilience that enables all children to investigate scientifically with increased confidence. A high focus on reading fluency throughout school enables our children to read and be immersed in science vocabulary. Teachers plan opportunities for science texts to be used within and beyond lessons. Each classroom promotes reading in science through vocabulary on working walls along with texts linked to the strand of science for that term.

We believe students should be curious about the universe around them and enjoy learning how scientific models can be used to explain observations from the very large to the very small. We are committed to establishing a learning environment that encourages students to develop their observational, experimental, problem solving, critical thinking and evaluation skills so that they become confident at analysing and interpreting information and data. Students will be offered opportunities to apply and expand on their mathematical and communication skills in the context of the different sciences. Students will become aware of the ethical implications of scientific advances and gain opportunities to independently extend their skills beyond the classroom.

We want to inspire, foster and nurture a love of science and use scientific knowledge and skills to make informed decisions about the communication, application, and implications of science as these relate to their own lives and cultures and to the sustainability of the environment.

Development Plans

Priority Objective 1: To ensure that all pupils develop scientific knowledge and conceptual understanding through disciplinary and substantive knowledge

Priority Objective 2: To ensure full coverage for each year group with learning objectives linked to the National Curriculum

Priority Objective 3: To ensure that all pupils are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future- cultural capital

Priority Objective 4: To ensure that science teaching supports the development of SMSC

Priority Objective 5: To ensure teaching extends learning through greater depth, reasoning and problem solving

Progression Skills KS1-2

Skill Focus Science	Y1	Y2	Y3	Y4	Y5	Y6
Working Scientifically Developing as part of every lesson	Adding simple questions and recognising that they can be answered in different ways Observing closely, using simple equipment Performing simple tests Identifying and classifying Using their observations and ideas to suggest answers to questions Gathering and recording data to help in answering questions Pupils should read scientific vocabulary at a level consistent with their increasing word and spelling knowledge at KS1		Adding simple questions and recognising that they can be answered in different ways Observing closely, using simple equipment Performing simple tests Identifying and classifying Using their observations and ideas to suggest answers to questions Gathering and recording data to help in answering questions Pupils should read and scientific vocabulary at a level consistent with their increasing word and spelling knowledge at KS1		Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary Identifying scientific evidence that has been used to support or refute ideas or arguments Taking measurements using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings where necessary Using test results to make predictions and to set up further comparative and fair tests Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, and bar and line graphs Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations or/and degree of trust in results, in oral and written form such as displays and other presentations Pupils should read, spell and pronounce scientific vocabulary correctly
Animals including humans	Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals - Identify and name a variety of common animals that are carnivores, herbivores and omnivores - Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals including pets) - Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense	Notice that animals, including humans, have offspring that grow into adults - Find out about and describe the basic needs of animals, including humans, for survival (water, food and air) - Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene	Identify that animals, inc humans, need the right types and amount of nutrition, and that they cannot make their own food; nutrition comes from what they eat - Identify that humans and some other animals have skeletons and muscles for support, protection and movement	Construct and interpret a variety of food chains, identifying producers, predators and prey - Describe the simple functions of the basic parts of the human digestive system - Identify the different types of teeth in humans and their simple functions	Describe the changes as humans develop to old age including changes experienced in puberty	Recognise the impact of diet, exercise drugs and lifestyle on the way their bodies function Identify the main parts of the circulatory system Describe the ways in which nutrient and water are transported within animals, inc humans
Materials Everyday materials States of Matter Properties and Changes of Materials	Describe the simple physical properties of a variety of everyday materials - Distinguish between an object and the material from which it is made - Identify and name a variety of everyday materials - Compare and group together a variety of everyday materials on the basis of their simple physical properties	Identify and compare the suitability of a variety of everyday materials for particular uses Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching	Compare and group materials together, according to whether they are solids, liquids or gases. Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)		Compare and group together everyday materials on the basis of their properties - Give reasons, based on evidence, for the particular uses of everyday materials Know that some materials will dissolve in liquid to form a solution Demonstrate that some changes of state are reversible changes Explain that some changes result in the formation of new materials, and that this is not usually reversible Use knowledge of solids, liquids and gases to decide how mixtures might be separated
Plants	Identify and describe the basic structure of a variety of common flowering plants, including trees Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees	Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy Observe and describe how seeds and bulbs grow into mature plants	Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers - Investigate the way in which water is transported within plants Explore the part that flowers play in the life cycle of flowering plants Explore the requirements of plants for life and growth and how they vary from plant to plant
Light			Recognise that they need light in order to see things and that dark is the absence of light. - Notice that light is reflected from surfaces - Recognise that light from the sun can be dangerous and that there are ways to protect their eyes - Recognise that shadows are formed when the light from a light source is blocked by an opaque object - Find patterns in the way that the sizes of shadows change			Recognise that light appears to travel in straight lines - Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them
Earth and Space					Describe the movement of the Earth, and other planets, relative to the Sun in the solar system. - Describe the movement of the Moon relative to the Earth - Describe the Sun, Earth and Moon as approximately spherical bodies - Use the idea of the Earth’s rotation to explain day and night and the apparent movement of the Sun across the sky
Rocks, Evolution and Inheritance			Compare and group together different kinds of rocks on the basis of their appearance and their simple physical properties - Describe in simple terms how fossils are formed when things that have lived are trapped within rock - Recognise that soils are made from rocks and organic matter			Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago - Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents - Identify how animals and plants are adapted to suit their environment in different ways, and that adaptation may lead to evolution
Living Things and their Habitats		Explore and compare the differences between things that are living, dead, and things that have never been alive Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other. Identify and name a variety of plants and animals in their habitats, including micro -habitats Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food		Recognise that environments can change and that this can sometimes pose dangers to living things Recognise that living things can be grouped in a variety of ways Explore and use classification key	Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird Describe the life process of reproduction in some plants and animals	Describe how living things are classified into broad groups
Sound				Identify how sounds are made, associating some of them with something vibrating Recognise that vibrations from sounds travel through a medium to the ear Find patterns between the pitch of a sound and features of the object that produced it Find patterns between the volume of the sound and the strength of the vibrations that produced it Recognise that sounds get fainter as the distance from the sound source increases
Forces and Magnets			Compare how things move on different surfaces Notice that some forces need contact between two objects, but magnetic forces can act at a distance Observe how magnets attract or repel each other Describe magnets as having two poles - Predict whether two magnets will attract or repel each other. Observe how magnets attract some materials and not others - Compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet and identify some magnetic materials		Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object Identify the effects of air resistance, water resistance and friction that act between moving surfaces Recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect

Progression Skills KS3-4

	KS3			GCSE AQA Biology
Skill Focus	Year 7	Year 8	Year 9	Year 10	Year 11
Cycles	Science is taught through a three year cycle A,B,C) in KS3, the following skills are the ARE expectations for each year group and will be taught through differentiation when the unit of work they are related to is covered to enable all students to be challenged and gain correct skills for there ARE.
Working Scientifically	Preparation for GCSE: By the end of the AQA KS3 Science course, pupils should be able to: Demonstrate that they have a knowledge (accurate mental structure of the concepts and skills) and understanding of: 1) Generalisations that are patterns which link patterns together 2) Principles that are relationships between concepts, such as cause and effect 3) Models and systems that are groups of concepts connected together in a way that simply describes phenomena
Scientific Attitudes	Pay attention to objectivity. Awareness of accuracy, precision, repeatability and reproducibility. Become more inquisitive by asking questions and testing hypotheses Begin to understand relationships and patterns between scientific concepts	Understand that scientific methods and theories develop and are modified to take account of new evidence and ideas Start to build convincing arguments using scientific evidence Learn to predict, compare and evaluate outcomes by applying your knowledge	Development of methods and theories due to publishing of results and reviews Evaluating risks Expand enquiry skills and knowledge ready to start your GCSE course Interrogate sources and understand how scientific ideas can change over time Consolidate knowledge of scientific terms Explain and describe unfamiliar concepts by applying knowledge to identify critical elements of an idea and put these elements into a new form	Give examples to show how scientific methods and theories have changed over time. Explain, with an example, why new data from experiments or observations led to changes in models or theories. Decide whether or not given data supports a particular theory.	Recognise/draw/interpret diagrams. Translate from data to a representation with a model. Use models in explanations, or match features of a model to the data from experiments or observations that the model describes or explains. Make predictions or calculate quantities based on the model or show its limitations. Give examples of ways in which a model can be tested by observation or experiment.
Experimental skills and investigations	Ask questions and develop a line of enquiry based on observations of the real world, alongside prior knowledge and experience. Make predictions using scientific knowledge and understanding.	Select, plan and carry out the most appropriate types of scientific enquiries to test predictions, including identifying independent, dependent and control variables where appropriate. Use appropriate techniques, apparatus and materials during fieldwork and laboratory work, paying attention to health and safety.	Make and record observations and measurements using a range of methods for different investigations; and evaluate the reliability of methods and suggest possible improvements. Apply sampling techniques.	Suggest a hypothesis to explain given observations or data Describe a practical procedure for a specified purpose. Explain why a given practical procedure is well designed for its specified purpose. Explain the need to manipulate and control variables. Identify in a given context: • the independent variable as the one that is changed or selected by the investigator • the dependent variable that is measured for each change in the independent variable • control variables and be able to explain why they are kept the same. Apply understanding of apparatus and techniques to suggest a procedure for a specified purpose.	Describe/suggest/select the technique, instrument, apparatus or material that should be used for a particular purpose, and explain why. Apply a knowledge of a range of techniques, instruments, apparatus, and materials to select those appropriate to the experiment.
Analysis and evaluation	Apply mathematical concepts and calculate results. Present observations and data using methods, including tables and graphs.	Interpret observations and data, including identifying patterns and using observations, measurements and data to draw conclusions. Present reasoned explanations, including explaining data in relation to predictions and hypothesis	Evaluate data, showing awareness of potential sources of random and systematic error. Identify further questions arising from their results.	Give examples to show that there are hazards associated with science-based technologies which have to be considered alongside the benefits. Suggest reasons why the perception of risk is often very different from the measured risk (eg voluntary vs imposed risks, familiar vs unfamiliar risks, visible vs invisible hazards).	Explain that the process of peer review helps to detect false claims and to establish a consensus about which claims should be regarded as valid. Explain that reports of scientific developments in the popular media are not subject to peer review and may be oversimplified, inaccurate or biased
Measurement	Understand and use SI units and IUPAC (international union of pure and applied chemistry) chemical nomenclature.	Use and derive simple equations and carry out appropriate calculations.	Undertake basic data analysis including statistical techniques.	Explain why data is needed to answer scientific questions, and why it may be uncertain, incomplete or not available. Outline a simple ethical argument about the rights and wrongs of a new technology.	Describe and explain specified examples of the technological applications of science. Describe and evaluate, with the help of data, methods that can be used to tackle problems caused by human impacts on the environment
Biology
Organisms	Movement Explain how the physical properties of the skeleton relate to the function of movement and support Know that the components of the human skeleton are responsible for protection of organs, support and movement • Know that the bone marrow creates new red and white blood cells • Draw a diagram of an antagonistic muscle joint labelling ligaments, tendons and cartilage and explain the functions of each of the parts • Know the different tissues that are found at a joint • Know how to label a diagram of joint to show the antagonistic muscles, ligaments, tendons and cartilage	Cells Explain how unicellular organisms are adapted to survive • Explain why multicellular organisms require organ systems to meet their cell’s requirements • Relate the structure to the function of the visible features • Describe how the structure of a plant cell differs from that of an animal cell • Suggest how damage to, or failure of, a named organ would affect other body systems Know how to distinguish between unicellular and multicellular organisms • Know that multicellular organisms have different levels of organisation and that their cells are organised into tissues, organs and systems • Know how to use a light microscope to observe a slide of onion or cheek cells • Draw cheek and onion cells from microscope slides and label all visible features • Be able to identify and label the basic components of a plant and an animal cell. Know the function of the basic components of a plant and an animal cell • Name the key organ systems of the body and describe their main components. Know the function of the key organ systems of the body	Breathing Explain how the different parts of the gas exchange systems are adapted to their function • Describe factors which may affect the breathing rate and lung volume of a person • Give examples of how changes in the gas exchange system may affect other processes in the body Suggest ways of improving unbalanced diets • Explain how the organs and tissues of the digestive system are adapted to their function • Explain why there must be different enzymes for each different type of food Know the names of the gases that are exchanged between the alveoli and the blood • Know how to label a diagram of the thorax to show the key parts of the human gas exchange system and know the function of these key parts • Explain why the rate of breathing is determined by the volume of oxygen the body needs • Explain how the ribs and diaphragm change the volume and pressure inside the thorax during inhalation and exhalation • Know the lung volume for an average person and how to measure lung capacity by displacing a volume of water with exhaled air • List and explain the factors that can affect the gas exchange system Digestion Describe the key components of a balanced diet and use data to calculate the requirements of a healthy diet • Describe the key components of the human digestive system and know the function of each • Draw diagrams to show the locations of the key components of the digestive system • Describe how food is broken down by chemical and mechanical digestion • Describe and explain the importance of enzymes in the chemical digestion of food	Students should be able to demonstrate an understanding of the scale and size of cells and be able to make order of magnitude calculations, including the use of standard form. Students should be able to explain how the main sub-cellular structures, including the nucleus, cell membranes, mitochondria, chloroplasts in plant cells and plasmids in bacterial cells are related to their functions. Recognise, draw and interpret images of cells. Use estimations and explain when they should be used to judge the relative size or area of sub-cellular structures. Explain the importance of cell differentiation. understand how microscopy techniques have developed over time Explain how electron microscopy has increased understanding of sub-cellular structures Carry out calculations involving magnification, real size and image size using the formula: magnication = size of image size of real object Students should be able to express answers in standard form if appropriate Calculate the number of bacteria in a population after a certain time if given the mean division time. Calculate cross-sectional areas of colonies or clear areas around colonies using πr². Use models and analogies to develop explanations of how cells divide. E valuate the practical risks and benefits, as well as social and ethical issues, of the use of stem cells in medical research and treatments Recognise, draw and interpret diagrams that model diffusion. Develop an understanding of size and scale in relation to cells, tissues, organs and systems. Use other models to explain enzyme action. Evaluate methods of treatment bearing in mind the benefits and risks associated with the treatment.
Ecosystems	Interdependence Draw food chains from a list of organisms provided • Combine a series of food chains together to form a food web • Apply knowledge of food webs to explain how toxic substances may accumulate in human food • Explain, with examples, the factors which affect the population of a species Know definitions of the terms ecosystem, environment, population, producer and consumer and be able to give examples for each term • Know how to use information from a food web to explain the feeding relationships between organisms in an ecosystem • Explain the importance of insects to human food supplies • Know definitions of the terms predator, prey and interdependence	Plant Reproduction Using photographs or live specimens, compare the flowers of insect pollinated plants with those in wind pollinated plants • Explain the importance of seed dispersal in plants Know the parts of an insect pollinated flower and relate each structure to its function • Explain the process of pollination • Describe and give examples of different methods of seed dispersal • Explain how plants are adapted to disperse seeds using wind, water or animals	Respiration Explain the importance of respiration to living organisms • Suggest how organisms living in different conditions use respiration to get their energy • Explain the similarities and differences between aerobic respiration and anaerobic respiration • Explain how anaerobic respiration in yeast is used by humans Explain how plant leaves are adapted to obtain the resources required for photosynthesis including the importance of stomata • Label a diagram of a section through a plant leaf, identifying the specialised cells • Explain how the plant tranporting tissues are different • Sketch a line graph to show how the rate of photosynthesis is affected by changing conditions Know the definition of aerobic respiration as being the release of energy from glucose in the presence of oxygen • Know the reactants, products and word equation for respiration • Describe the difference between anaerobic respiration in animals, plants and microbes like yeast • Know how to write word equations for anaerobic respiration in animals, plants and microbes • Know that fermentation is the same as anaerobic respiration in yeast Photosynthesis Describe the process of photosynthesis and how to write the word equation for photosythesis • Explain why only plants and algae that are green can carry out photosynthesis • Describe the role of plant roots and explain how plant roots are adapted to obtain named resources from the soil • Know the names of the tissues that transport materials to and from the plant roots • Explain how respiration and photosynthesis are related in plants • Explain the uses of the products of photosynthesis and the importance of these to other organisms • Explain how the rate of photosynthesis can be affected by changing the external conditions	Observation and drawing of a transverse section of leaf. Measure the rate of transpiration by the uptake of water. Investigate the distribution of stomata and guard cells. Process data from investigations involving stomata and transpiration rates to find arithmetic means, understand the principles of sampling Use data to relate limiting factors to the cost effectiveness of adding heat, light or carbon dioxide to greenhouses Identify starch, glucose and proteins using simple qualitative reagents. Recording first-hand observations of organisms Extract and interpret information from charts, graphs and tables. Explain how waste, deforestation and global warming have an impact on biodiversity Understand the conflict between the need for cheap available compost to increase food production and the need to conserve peat bogs and peatlands as habitats for biodiversity and to reduce carbon dioxide emissions. Understand that the scientific consensus about global warming and climate change is based on systematic reviews of thousands of peer reviewed publications. Explain why evidence is uncertain or incomplete in a complex context. Evaluate given information about methods that can be used to tackle problems caused by human impacts on the environment. Explain and evaluate the conflicting pressures on maintaining biodiversity given appropriate information. Calculate the efficiency of biomass transfer between trophic levels. Interpret population and food production statistics to evaluate food security. Understand that some people have ethical objections to some modern intensive farming methods.
Genes	Variation Explain how variation between individuals is important for the survival of that species in a changing environment • Identify different characteristics as being inherited, caused by the environment or a mixture of the two • From a list of named species, describe how each is adapted to the particular environmental conditions in its habitat Know the definition of the term species • Know that there is variation between individuals of the same species • Know the difference between continuous and discontinuous variation and give examples of each • Know the definition of the term adaptation • Explain, using examples, how variation helps a particular species in a changing environment	Human Reproduction Understand the interplay between the male and female reproductive organs in bringing about fertilization of the egg • Explain why the timing of events in the menstrual cycle can increase the changes of becoming pregnant • Explain how named substances can be passed from the mother to the foetus through the placenta • Use knowledge of the human reproductive system to explain how different contraception methods work Identify the key features of the male and female reproductive systems on a diagram and know the functions of these key features. • Explain the the importance of the menstrual cycle in human reproduction • Identify and explain key events in a 28 day menstrual cycle in a non-pregnant woman • Know definitions of the terms gestation, foetus, placenta, umbilical cord • Know how to label a diagram showing the main structures associated with the development of a foetus inside the uterus • Know the main stages of the development of a foetus from sex cells to birth • Know that contraception stops a woman getting pregnant and describe a range of different contraceptive devices	Evolution Evalulate whether evidence for a species changing over time may supports the theory of natural selection • Use evidence to explain why some species have adapted to changing conditions and survived whilst others have become extinct • Explain how preserving biodiversity can provide useful products and services for humans Explain the roles of Watson, Crick and Franklin in the discovery of DNA • Explain, using examples, why offspring from the same parents are similar but not usually identical • Describe examples of genetic modifiction and discuss arguments for and againt the process Know the definitions of the key terms natural selection, competition, evolution • Know the principles of Darwin’s theory of natural selection • Explain that organisms have adaptations that help them survive in their environment • Explain the term extinction and give examples of organisms which are now extinct • Define the term biodiversity • Explain why biodiversity is important in ecosystems and why it is important to maintain biodiversity Inheritance Explain the importance of DNA, genes and chromosomes in inheritance • Know how to draw a diagram to show the relationship between DNA, chromosomes and genes • Understand the terms genome, haploid, diploid, allele, homozygous, heterozygous, dominant, recessive • Define the terms mutation and carcinogen • Explain, with examples, the effect of changes in DNA on an organism and its future offspring	Application of scientific knowledge to detect and identify plant disease. Evaluate information around the relationship between obesity and diabetes, and make recommendations taking into account social and ethical issues. Describe how kidney dialysis works. Evaluate the advantages and disadvantages of treating organ failure by mechanical device or transplant. Explain everyday and technological applications of science; evaluate associated personal, social, economic and environmental implications; and make decisions based on the evaluation of evidence and arguments. Explain how developments of microscopy techniques have enabled IVF treatments to develop. Understand social and ethical issues associated with IVF treatments. Evaluate from the perspective of patients and doctors the methods of treating infertility Interpret and explain simple diagrams of negative feedback control. Understand how the everyday use of hormones as weed killers has an effect on biodiversity. Interpret a diagram of DNA structure but will not be required to reproduce it. Use the theory of evolution by natural selection in an explanation. Explain the benefits and risks of selective breeding given appropriate information and consider related ethical issues. Interpret information about genetic engineering techniques and to make informed judgements about issues concerning cloning and genetic engineering, including GM crops. Explain the potential benefits and risks of cloning in agriculture and in medicine and that some people have ethical objections. appreciate that the theory of evolution by natural selection developed over time and from information gathered by many scientists. information from charts, graphs and tables. Understand how scientific methods and theories develop over time.
Chemistry
Matter	Explain the properties of solids, liquids and gases based on the arrangement and movement of their particles • Explain changes in states in terms of changes to the energy of particles • Draw before and after diagrams of particles to explain observations about changes of state, gas pressure and diffusion Know that there are three common states of matter: solid, liquid and gas. Recognise and describe the properties of solids, liquids and gases • Know the terms for changes of state: solid to liquid, liquid to gas, gas to liquid, liquid to solid and solid to gas • Know that all matter is made of very small particles (atoms, ions or molecules) and that these particles are arranged in different ways in solids, liquids and gases • Know that particles have energy and that they can gain or lose energy when being heated or cooled. Heating substances causes them to expand whilst cooling causes them to contract. This affects the density of the substance • Know that gas pressure is caused by collisions of particles with the walls of a container • Know that diffusion is the process by which particles in liquids or gases spread from a region many particles to one where there are fewer.	Explain how substances dissolve using the particle model • Use techniques to separate mixtures. Use evaporation as a means to separate the solutions • Introduce filtration and distillation for separating solids from liquids, and liquids from other liquids • Introduce simple paper chromatography • Use evidence from chromatography to identify unknown substances in mixtures • Use the solubility curve of a solute to explain observations about solutions Know that a pure substance consists of only one type of element or compound and has a fixed melting and boiling point. Mixtures may be separated due to differences in their physical properties • Introduce terms solution, solvent and solute in the context of making a mixture of water and a soluble solid • Know that the method chosen to separate a mixture depends on which physical properties of the individual substances are different • Know that chromatography is used to separate mixtures of different coloured substances • Know that solubility is the maximum mass of solute that dissolves in a certain volume of solvent. Know that metals are: shiny, good conductors of electricity and heat, malleable and ductile, and usually solid at room temperature. Non-metals are dull, poor conductors of electricity and heat, brittle and usually solid or gaseous at room temperature • Know that iron, nickel and cobalt are magnetic; mercury is a metal that is liquid at room temperature; bromine is a non-metal that is liquid at room temperature • Know that some metals react with acids to produce salts and hydrogen • Know that metals can be arranged as a reactivity series in order of how readily they react with other substances • Know that oxidation is a reaction a substance combines with oxygen and metals and non-metals react with oxygen to form oxides which are either bases or acids • Know that displacement is a reaction where a more reactive metal takes the place of a less reactive metal in a compound.	Use experimental observations to distinguish exothermic and endothermic reactions • Use a diagram of relative energy levels of particles to explain energy changes observed during a change of state Know that an exothermic reaction is one in which energy is given out, usually as heat or light • Know that an endothermic reaction is one in which energy is taken in, usually as heat • Know that during a chemical reaction bonds are broken (requiring energy) and new bonds formed (releasing energy) • Know that a chemical bond is a force that holds atoms together in molecules • Know that catalysts are substances that speed up a chemical reactions but are unchanged at the end
Reactions	Use data and observations to determine the pH of a solution and explain what this shows • Identify the best indicator to distinguish between solutions of different pH, using data provided • Explain how neutralisation reactions are used in a range of situations • Describe a method for how to make a neutral solution from an acid and alkali Know that pH is a scale of acidity and alkalinity from 0 to 14 • Know that acids have a pH below 7, neutral solutions have a pH of 7, alkalis have a pH above 7; that hydrochloric, sulfuric and nitric acid are strong acids; and that acetic and citric acid are weak acid	Identify an unknown element from its physical and chemical properties • Describe an oxidation, displacement, or metal-acid reaction with a word equation • Place an unfamiliar metal into the reactivity series based on information about its reactions • Use particle diagrams to represent oxidation, displacement and metal-acid reactions Know that indicators are substances used to identify whether unknown solutions are acidic or alkaline • Know that mixing an acid and alkali produces a chemical reaction, neutralisation, forming a chemical called a salt and water • Know: that a base is a substance that neutralises an acid – those that dissolve in water are called alkalis	Write word equations from information about chemical reactions • Explain why a reaction is an example of combustion or thermal decomposition • Predict the products of the combustion or thermal decomposition of a given reactant and show the reaction as a word equation • Explain observations about mass in a chemical or physical change • Use particle diagrams to show what happens in a reaction Know that thermal decomposition is a reaction where a single reactant is broken down into simpler products by heating • Know that chemical changes can be described by a model where atoms and molecules in reactants rearrange to make the products and the total number of atoms is conserved • Know that combustion is a reaction with oxygen in which energy is transferred to the surroundings as heat and light
Pure and impure substances, material, energetics, chemical reactions	Explain how substances dissolve using the particle model • Use techniques to separate mixtures. Use evaporation as a means to separate the solutions • Introduce filtration and distillation for separating solids from liquids, and liquids from other liquids • Introduce simple paper chromatography • Use evidence from chromatography to identify unknown substances in mixtures • Use the solubility curve of a solute to explain observations about solutions Know that a pure substance consists of only one type of element or compound and has a fixed melting and boiling point. Mixtures may be separated due to differences in their physical properties • Introduce terms solution, solvent and solute in the context of making a mixture of water and a soluble solid	Use data and observations to determine the pH of a solution and explain what this shows • Identify the best indicator to distinguish between solutions of different pH, using data provided • Explain how neutralisation reactions are used in a range of situations • Describe a method for how to make a neutral solution from an acid and alkali Know that the method chosen to separate a mixture depends on which physical properties of the individual substances are different • Know that chromatography is used to separate mixtures of different coloured substances • Know that solubility is the maximum mass of solute that dissolves in a certain volume of solvent	Given chemical formulae, name the elements present and their relative proportions • Use particle diagrams to classify a substance as an element, mixture or compound and as molecules or atoms • Represent atoms, molecules and elements, mixtures and compounds using particle diagram • Use observations from chemical reactions to decide if an unknown substance is an element or a compound • Name simple compounds using rules such as: changing the non-metal name to end in -ide; using mono, di, tri prefixes; and knowing the symbols of hydroxide, nitrate, sulfate and carbonates. • Name compounds using their chemical formulae Know that most substances are not pure elements, but compounds or mixtures containing atoms of different elements. • Know that elements are what all substances are made up of, and which contain only one type of atom • Know that a compound is a pure substance made up of two or more elements strongly joined together • Know that a chemical formula shows the elements present in a compound and their relative proportions • Know the symbols: hydrogen, oxygen, nitrogen, carbon, hydrogen, iron, zinc, copper, sulfur, aluminium, iodine, bromine, chlorine, sodium, potassium & magnesium • Know that atoms are the smallest particle of an element that can exist • Know that molecules are two thousands of atoms joined together. Most non-metals exist either as small or giant molecules • Know that a polymer is a molecule made of thousands of smaller molecules in a repeating pattern. Plastics are man-made polymers, starch is a natural polymer
Earth and Atmosphere	Explore the difference between minerals (which have chemical formulae) and rocks (which are mixtures of minerals, so cannot have a formula) • Explain why a rock has a particular property based on how it was formed • Identify the causes of weathering and erosion and describe how they occur • Construct a labelled diagram to identify the processes of the rock cycle Know that the three rock layers inside earth are the crust, the mantle and the core • Know that sedimentary rock are formed from layers of sediment, and which can contain fossils • Know that igneous rocks are formed from cooled magma, with minerals arranged in crystals • Know that metamorphic rocks are formed from existing rocks exposed to heat and pressure over a long time • Know that sedimentary, igneous and metamorphic rocks can be inter converted through the rock cycle • Know that weathering is the wearing down of rock by physical, chemical or biological processes • Know that erosion is the movement of rock by water, ice or wind (transportation).	Explain why places on the earth experience different daylight hours and amounts of sunlight during the year • Describe the appearance of planets or moons from diagrams showing their position in relation to the earth and sun • Describe how space exploration and observations of stars are affected by the scale of the universe • Explain the choice of particular units for measuring distance Know that the solar system consists of planets rotating on tilted axes while orbiting the sun, moons orbiting planets and sunlight spreading out and being reflected. • Know that an orbit is a path taken by a satellite, planet or star moving around a larger body. Earth completes one orbit of the sun every year • Know that stars are bodies which give out light, and which may have a solar system of planets • Know that our solar system is a tiny part of a galaxy, one of many billions in the Universe • Know that a galaxy is a collection of stars held together by gravity. Our galaxy is called the Milky Way • Know that an exoplanet is a planet that orbits a star outside our solar system	Know that carbon is recycled through natural processes in the atmosphere, ecosystems, oceans and the earth’s crust as well as human activities • Know that the earth’s atmosphere contains around 78% nitrogen, 21% oxygen, <1% carbon dioxide, plus small amounts of other gases • Know that fossil fuels are the remains of dead organisms that are burned as fuels, releasing carbon dioxide • Know that a carbon sink is an area of vegetation, the ocean or the soil, which absorbs and stores carbon • Know that greenhouse gases reduce the energy lost from the earth through radiation and so the temperature has been rising with the concentration of gases • Know that the greenhouse effect is when energy from the sun is transferred to the thermal energy store of gases in earth’s atmosphere • Know that there is only a certain quantity of any resource on earth, so the faster it is extracted, the sooner it will run out. Recycling reduces the need to extract resources • Know that most metals are found combined with other elements, as a compound, in ores. The more reactive a metal, the more difficult it is to separate it from its compound. Carbon displaces less reactive metals, while electrolysis is needed for more reactive metals Know that carbon is recycled through natural processes in the atmosphere, ecosystems, oceans and the earth’s crust as well as human activities • Know that the earth’s atmosphere contains around 78% nitrogen, 21% oxygen, <1% carbon dioxide, plus small amounts of other gases • Know that fossil fuels are the remains of dead organisms that are burned as fuels, releasing carbon dioxide • Know that a carbon sink is an area of vegetation, the ocean or the soil, which absorbs and stores carbon • Know that greenhouse gases reduce the energy lost from the earth through radiation and so the temperature has been rising with the concentration of gases • Know that the greenhouse effect is when energy from the sun is transferred to the thermal energy store of gases in earth’s atmosphere Know that there is only a certain quantity of any resource on earth, so the faster it is extracted, the sooner it will run out. Recycling reduces the need to extract resources • Know that most metals are found combined with other elements, as a compound, in ores. The more reactive a metal, the more difficult it is to separate it from its compound. Carbon displaces less reactive metals, while electrolysis is needed for more reactive metals
Physics
Energy	Analyse data from a home energy bill and suggest ways to reduce costs • Evaluate the advantages and disadvantages of different renewable energy resources • Explain the term fossil fuels and explain the advantages and disadvantages of using them • Compare the amounts of energy transferred by a range of different foods and activities • Evaluate the social, economic and environmental consequences of using a resource to generate electricity Define power as how quickly energy is transferred by a device • Know how to use the formula cost = power (kW ) x time (hours) x price (per kWh) • Distinguish between renewable and non-renewable energy resources and give examples of each • Describe, in detail, energy transfers from a renewable or non-renewable resource to an electrical device in the home • Suggest actions a government or communities could take in response to rising energy demand, including reducing electricity use • Analyse data from a home energy bill and suggest ways to reduce costs • Evaluate the advantages and disadvantages of different renewable energy resources • Explain the term fossil fuels and explain the advantages and disadvantages of using them • Compare the amounts of energy transferred by a range of different foods and activities	Explain that energy is transferred between energy stores and give examples of transfers • Explain that when energy is transferred, the total energy is conserved, but some energy is dissipated, reducing the useful energy available • Use the concept of dissipation of energy to explain why perpetual motion is impossible Identify different types of energy store and give examples of each • Describe how the energy of an object depends on its speed, temperature, height or whether it is stretched or compressed • Relate observations of how sound travels to the properties of a longitudinal wave • Give examples of how energy is dissipated in a range of situations	Compare the work needed to move objects different distances • Use the formula: work done (J) = force (N) x distance moved (m) to compare energy transferred for objects moving horizontally • Explain, using diagrams, how levers, pulleys and wheels are all used to make work easier Explain why thermal energy transfer occurs, give examples and relate this to changes in temperature • Compare and contrast, the three ways energy can be moved from one place to another by heating • Carry out an investigation into the thermal insulation of different materials • Relate the results of your investigation to conduction, convection and radiation Explain the term work and give examples where work is done, including displacements and deformations • Explain the factors that change the work required to move an object • Give examples of how levers, pulleys and wheels are all used to make work easier Explain the difference between thermal energy and temperature • Explain what factors an object’s thermal energy depends on
Motion and Forces	Calculate the speed of a moving object • Draw and interpret distance-time graphs including labelling changes in motion Describe how if the overall, resultant force on an object is non-zero, its motion changes and it slows down, speeds up or changes direction • Know how to use the formula speed = distance / time • Describe how the speed of an object varies when measured by observers who are not moving, or moving relative to the object • Describe how the motion of two objects moving at different speeds in the same direction would appear to the other	Explain that every objects exerts a gravitational force on every other object within its gravitational field • Apply the formula weight (N) = mass (kg) x gravitational field strength (N/kg) to specific examples • Explain how gravity varies for different masses and distances • Explain the implications of varying gravity during a space mission Differentiate between mass and weight • Draw force diagrams to show the action of gravity in different situations. • Describe how gravity holds planets and moons in orbit around larger bodies. • Compare gravity to other forces	• Explain the effect on a moving and non moving object of a resultant force of zero • Explain how forces can change an object’s form causing it to be stretched or compressed • Explain that in some materials, deformation is proportional to force applied and is a linear relationship • Explain the effect of a change in force on the length of a spring • Compare the behaviour of different materials in deformation using the idea of proportionality • Explain the factors which affect the size of frictional and drag forces, including the effects of drag and other forces on falling or accelerating objects as they move Define the term contact force and give examples of these type of forces • Draw a series of diagrams showing the size and direction of forces acting on a series of objects • Explain and give examples of the terms deformation, tension and compression • Explain how different materials behave under tension or compression • Draw graphs to show linear and non-linear relationships • Define the terms friction and drag Explain how the effect of a force differs depending on the area over which the force applies • Explain, with examples how pressure acts in a fluid in all directions and increases with depth • Describe atmospheric pressure as the pressure caused by the weight of the air above a surface • Draw annotated diagrams to explain the behavior of fluids in a variety of different situations where the pressure is unequal
Waves	Explain how sound travels, including why sound does not travel through a vacuum • Explain, using diagrams, how sound waves change with volume or pitch • Explain observations where sound is reflected, transmitted or absorbed by different media Define the terms amplitude, frequency and wavelength • Describe the amplitude and frequency of a wave from a diagram or oscilloscope picture • Define the term auditory range and explain why it means humans cannot hear certain sounds.	Explain why the colour of light can vary • Explain observations where coloured lights are mixed or objects are viewed in different lights • Explain what happens to light when it travels between media of different densities • Use diagrams to show how images are formed in a mirror • Use ray diagrams to explain how a device with multiple mirrors works Describe how when a light ray meets a different medium, some of it is absorbed and some reflected • Define the terms transparent, translucent, opaque, absorption and scattering of light • Draw ray diagrams to show refraction occurring when light travels into a less dense medium and into a more dense medium • Draw a ray diagram to show reflection from a mirror, including the incident ray, reflected ray and normal line • Distinguish between convex lenses and concave lenses. Describe how lenses may be used to correct t vision and relate this to the structure of the eye.	Explain how sound waves can be used in cleaning and physiotherapy • Explain how audio equipment converts sound into a changing pattern of electric current • Explain, with examples, how waves of higher amplitude or higher frequency transfer more energy • Use differences in frequency to explain the damage done to living cells by light and other wave Use the wave model to explain observations of the reflection, absorption and transmission of a range of waves Know how when a wave travels through a substance, particles move to and fro, transferring energy in the direction of movement of the wave • Explain the term pressure wave and give examples of pressure waves • Describe the functions of microphones and loudspeakers Explain, with examples including light and sound, the differences between longitudinal and transverse waves • Describe how a physical model of a transverse wave shows how the waves moves from place to place, while the material it travels through does not • Explain, with examples, the meaning of transmission of a wave
Electricity and electromagnetism	Build series and parallel circuits using circuit diagrams • Apply the formula resistance (Ω) = potential difference (V) ÷ current (A) • Use the concept of energy to explain how voltage and resistance affect the way components work • Explain how resistance reduces the current flowing and shifts energy to the surroundings • Apply knowledge of voltage, current and resistance to predict the effect of changing the rating of a component on the other components in a series or parallel circuit • Draw a circuit diagram to show how voltage can be measured in a circuit with several components • Describe how in a series circuit voltage is shared between each component and in a parallel circuit voltage is the same across all the components • Use a table of voltage against current to find the ratio of voltage to current and therefore determine the resistance • Describe potential difference as the amount of energy shifted from the battery to the moving charge, or from the charge to circuit components, in volts • Use energy to explain the sizes of voltages in a circuit •	Evaluate different models of how electric circuits work, including current, resistance and potential difference • Explain why charged objects experience an electrostatic force in an electrical field • Predict the effect of bringing a charged object into the field generated by another charged object • Evaluate the advantages and disadvantages of series and parallel circuits Distinguish between electrical conductors and electrical insulators and give examples of their uses Describe how in a series circuit current is the same in all of the components and in a parallel circuit current is split between the loops of the circuit • Describe current as the flow of electrical charge, with the unit amperes (A) • Draw diagrams to explain how objects may become charged when they are rubbed together • Relate the charge of an object to the gain or loss of electrons • Describe methods of reducing the risk of getting electrostatic shocks	Predict the behavior of two magnets when they are brought together, including interactions between like poles and unlike poles • Apply knowledge of magnets to navigation using the earth’s magnetic field • Predict how an object made of a magnetic material will behave if placed in a magnetic field Draw diagrams of the field lines around magnetic materials, showing the direction and strength of the magnetic fields • Give examples of magnetic materials and examples of practical uses of the magnetic properties of these materials Explain how an electromagnet generates a magnetic field • Describe the factors which effect the strength of the magnetic field generated by an electromagnet
Matter	Explain the properties of solids, liquids and gases based on the arrangement and movement of their particles • Explain changes in states in terms of changes to the energy of particles • Draw before and after diagrams of particles to explain observations about changes of state, gas pressure and diffusion Able to identify different states of matter in terms of particle model. Diffuse liquids and gases Identify differences in concentrations and how gases are driven by these Identify physical and chemical properties of different elements through principles underpinning the Mendeleev Periodic Table. Identify and recognise periods and groups, metals and non metals.	Explain how substances dissolve using the particle model • Use techniques to separate mixtures. Use evaporation as a means to separate the solutions • Introduce filtration and distillation for separating solids from liquids, and liquids from other liquids • Introduce simple paper chromatography • Use evidence from chromatography to identify unknown substances in mixtures • Use the solubility curve of a solute to explain observations about solutions Identify an unknown element from its physical and chemical properties • Describe an oxidation, displacement, or metal-acid reaction with a word equation • Place an unfamiliar metal into the reactivity series based on information about its reactions • Use particle diagrams to represent oxidation, displacement and metal-acid reactions Know that the Periodic table shows all the elements arranged in rows and columns, and groups are columns of the periodic table and that Periods are rows • Know that metals are generally found on the left side of the table, non-metals on the right • Know that Group 0 contains unreactive gases called noble gases • Know that physical properties are features of a substance that can be observed without changing the substance itself • Know that Group 1 contains reactive metals called alkali metals • Know that chemical properties are features of the way a substance reacts with other substances • Know that Group 7 contains non-metals called halogens	Explain how sound waves can be used in cleaning and physiotherapy • Explain how audio equipment converts sound into a changing pattern of electric current • Explain, with examples, how waves of higher amplitude or higher frequency transfer more energy • Use differences in frequency to explain the damage done to living cells by light and other wave Use the wave model to explain observations of the reflection, absorption and transmission of a range of waves Know that most substances are not pure elements, but compounds or mixtures containing atoms of different elements. • Know that elements are what all substances are made up of, and which contain only one type of atom • Know that a compound is a pure substance made up of two or more elements strongly joined together • Know that a chemical formula shows the elements present in a compound and their relative proportions • Know the symbols: hydrogen, oxygen, nitrogen, carbon, hydrogen, iron, zinc, copper, sulfur, aluminium, iodine, bromine, chlorine, sodium, potassium & magnesium • Know that atoms are the smallest particle of an element that can exist • Know that molecules are two thousands of atoms joined together. Most non-metals exist either as small or giant molecules • Know that a polymer is a molecule made of thousands of smaller molecules in a repeating pattern. Plastics are man-made polymers, starch is a natural polymer

Exam Board Links

https://www.aqa.org.uk/subjects/science/gcse/biology-8461/changes-for-2022

Website Links

The Linden Centre recommends students use the following websites to aid their learning: